DOCUMENT) RESUME

ED 114 834 CS 202 353

AOTHOP Weekes, Eleanor; Oates, Paul-TITLE Semantics: A Unit of Study0 Grades 7, 8, 9.

INSTITUTION Needham Public' Schools, Mass.PUB DATE 72 .

t ,

NOTE 64p.; Not available in hard copy due to marginal .

legibility of original document

MF-$0.76 Plus Postage. HC'Not Available from EDRS.*Communication- (Thought Transfer) ; *CourseDescriptions; Coarse Objectives; Critical Thinking;Junior High Schools; *Language Skills; **LanguageUsage; Propagar0a; *Semantics; Teaching Methods

EDRS PRICE,DESCRIPTORS

ABSTRACTThe main objective in this semantics unit is to

sharpen the students' pqwers of critical thinkihg while increasingtheir sensitivity to the language. The course of study for grade 7contains four. lessons: referent and symbol, levels of abstraction,argument, and fact and opinion. The grade 8 course of study featuresthe following lessons: similes and metaphors, hyperbole andpersonification, euphemism, and advertising analysis. The ninth gradecoarse focuses on various types of propaganda from the glitteringgenerality,to the bandwagon approach. Bach lesson presentsobjectives, lists materials needed, and describes procedures. (LL)

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SEMANTICS

A Unit of Study

-Grades 7,8,9

.-EISOnor Weekesthil-Gates

Sumner:, 1972-

Williamlit Powers, SuperintenidentCalvin L. Cleveland, AssistmttlWerintendent

mad SCHOOLSHUMOR/SETTS

BEST AVAILAit/LE C Y

INTRODUCTION

The proposed course of study in Semantics is an attempt to

encourage students to analyze contemporary language --- to let them

compare textbook language with the language used in the real world.

In the study of the skills )isted here by grade levels: students are

made aware of how words use people and how people use words: how

words affect their every day life. The sensitivity to words is the

main objective in teaching the Semantics

The uLtimate goal of this unit is to sharpen the student's powers

of critical thinking as he. analyzes his own language.

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SEMAPTICS: Grade 7

OBJECTIVES:

A. To study the following concepts:1. Beginnings of language2. Symbol and referent3. Levels of abstractionIf Connotation and denotation of words5. Point of view6. Fact and opinion (reports, false reports, judgments)

B. To show practical application of these concepts

MATERIALS:

Understandina. Language I: The Hacric of Words

Understanding Language II: How lords Use You

Mimeographed materials

REFERENCES:

Language of Han I - by J. P. Littell

Man Must Speak: The Story of Language and How We Use It - by Roy A.

Gallant

'Aat I Tell You Three Times is True - by 'Jessica Davidson

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SEMANTICS: Grade 3

OBJECTIVES:

A. To review the Semantics skills of grade seven

B. To apply the semantics skills of grade seven Lo advertisinganalysis.

C. To study the techniques of figurative language as it applies toadvertising (simile, metaphor, personification, hyperbole,euphemism)

MATERIALS:

Understanding Language III: The Impact of Words

Mimeographed materials

REFERENCES:

Language of Han II - by J. F. Littell

Madison Avenue, U.S.A. - by Martin Mayer

The Hidden Persuaders - by Vance Packard

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SEMANTICS: Grade 9

OBJECTIVES:

A. To review the Semantics skills of grades seven and eight

B. To recognize, analyze, and utilize the methods of persuasion

C.. To analyze propaganda techniques

MATERI:),LS:

'Understanding Language IV: The Levels of Meaning

Mimeographed materials

REFERENCES:

Understanding Language III: The Impact of Words

The Language of Man VT - by J. F. Littell

Propaganda, Polls and Opinions - by Malcolm G. Mitchell

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SDANTICS: General Reference Books - Grades 7, 8, )

Chase, Stuart. Danger - Man Talking

Chase, Stuart. The Power of Words

' Chase, Stuart. The Tyranny of Words

Nayakawa, S. I. Language in Thought and Action

Littell, J. F. The Language of Man IV'

Littell, J. F. The Language of Han V

Linen, J. 1. The Language-of Han VI

Hinter, Catherine. Words and What They Do to You

Postman, Neil and Charles Weingartner. Linguistics (Chapter 6:"Semantics")

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GRADE 7 COURSE OF STUDY

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LESSON la: REFERENT AND SYMBOL

OBJECTIVES: To define referent and symbol

To recognize that a symbol is arbitrarily assigned toa referent

To recognize that symbols help communication only if

we agree on the referents they stand for.

MATERIALS: Mimeographed materials

MOCEDURES:

A. better class might omit-or use only part of thissection and move on to Section B without this carefulpreparation.)

To illustrate the arbitrariness of language ask the class

to label objects in the room with sound patterns different

from those they normally use. Tell them each - `object

named must be easy to touch without having to, stand on.something. This will eliminate the ceiling, lights,- etc.Example: Let's call the flag a "sponch" and the window

a "moppet." After the class has labeled about ten objects,make up signs on 3 x 5 cards with the new words on them.

Place the cards on the object and tell the class you will

give them five minutes to memorize the new name for each

object.

After the class has had sufficient time to memorize the

new names, ask them to write some short sentences in_which they refer to the objects by their new names.Eg.: The sponch waved proudly in the breeze." "Would_you please open the moppet. It's terribly warm in here."-

1. Collect the students' sentences and to provide inter-

est split the clash into two sections and tell them

they will be treated as two teams. Tell them that youwill read the sentence aloud and when one of the newwords that they created is used, one person-from each

team must touch the object mentioned. To insure thatall the students aren't running about the room, em-phasize that only one in each group will be allowed

out of his seat. Simply number the rows in each groupand say that for {the first sentenc),sead the front

person in the first row will be responsible for

touching die object. For the next sentence' the per-son behind him will be responsible, and so on until

everyone has had a Chance. Tell them that the other,members of the team will not be allowed to refer to

the object by its original name. 4g.: They ,cannot

call a sponch a flag. If they do refer to the objectby its original name, their team will be disqualifiedfor that sentence and thv other team will receive the

point.

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2. After each person has had a chance to participate andscore has been determined, ask the class. how theyknew what objects they were supposed to touch.a. How did you know that object was being Deferred

to (The class 'leas agreed to the new symbol.)b. Why did sore embers of the class have difficulty?

(They forgot the new_ symbol for the referent.)c. Why do we use the names .we do? (No reason for

any particular name, but we must all agree tocomunicate.)

B. To provide the class with a beginning vocabulary in semantics,Cell the class that among speakers of Engliski,people havedecided to call the flag a flag, to call sun by the word.sun,etc. Speakers of other languages will call them by differentsounds. These sounds--flag, sun, mirror, car, etc. -- standfor something or call our attefitren-to Particular things.

1. Does anyone know what we call something that standsfor something else? (Symbol)

2 The particular things which symbols stand for arecalled referents. The only way to show a referentis to point it out.a. What is the referent for blackboard?b. :That is the referent for table"

C. After the class has pointed to several referents in the' room,have each student take an object from his pocket 02 purseand hold it in his hand. Then ask the student to deomonstrate

et.iw.,/he class the referent and the-symbol of the object he is

D. To illustrate to the students that language is an arbitraryassignment of sounds to referents, ask the class questions suchas the following:

1. Why do you stand when the American flag is presentedduring an assembly?

2. What is the flag3. What does it mean to you?q. Why do we call the flag flay?5. Why don't we call the flag sun and the sun flap?G. Who taught you to call dlis (point to the flag) a

flag': Whereaid this person learn that it was calleda flag?

7. Thy is it_us ful that we all know that this (point toflag) is ca ed a flag'

u. What woul happen if we did not have a word for this(point to flag)? How would I let you know whatwas talking about if I didn't have a word for flag?

Ask for three volunteers to come to the front of the room.:'ave one student pretend he cannot use his hands' and arms.Number him Number Cne. Have another student preten6 he cannotspeak. Number him Number Two. Have the third student pretendhe can neither speak, sec, nor use his hands and arts. Number

Number Three. Tell Number Cne and Number Three that theymust not move from the places where you put them. Number TwOmay move about the room. Take an object from your pocket or

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from some place in the room and ask each of the three student:.questions such as the following:1. Can you indicate what the symbol of this object is? A

2. Can you indicate what the referent is of his object I amholding?

//

Student Number One will Le able to indicace the symbol for theobject becauJe he can spea! Students Nymber Two and Threewill not. Students number One and Three will not be able toindicate the referent of the object because they cannot pointat it, but student Numbez, Two will.

Have the three students in. the front of the room and ask theclass auestions such as the following:1. Why was student Humber One able to identify the symbol of

the object I held? (He was able to speak.)2. Uhy weren't students Number Two and Three able to do the

same thing? (They could not speak.)3. Ohy was Student Number Two able to indicate the referent

of the object I held': (He could point to it.)Why weren't students Number One and Three able to indicatethe referent? (They could not point to it or hold it upto the class.)

5. From this demonstration what would you say was one of themajor ways we use symbols? (In our speech)

6. What is one of the best ways to indicate a referent(Point it out to someone so he can see it.)

7. What must you have to get ideas across to others if youuselbnly referents? (The objects themselves)

S. 'Thy are the symbols of speech so helpful to us':' (tie can

discuss referents without having them present.)9. Do we call a dog "dog" because he has attributes that force

us to labelohi with this symbol, or is the label simplyarbitrary and established through agreement Explain.

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HOME]: TONGUEBy Richard Armour

Oh, to be in-England,If only 'arf a mo',

Where, when they speak of wireless,They mean a radio;

!Pacire Private schools are publicAnd public schools are snobby,

And insurance is assuranceAnd a cop is .called a bobby.

Where a traffic hum's a circusAnd up is down the streetAnd a sweatdr is a jumperAnd candy is a sweet;

Where a cracker is a biscuitAnd a trifle is dessertAnd bloody is a cuss wordAnd an ad is an advert;

Using the information in the poem asyou think might appear in a story in

1 .

2.

3.

5.

G.

Where gasoline is petrolAnd a stone is fourteen poundAnd motorcars have bonnetsAnd you take the Underground;

Where, holding up your trousers,It's braces that you use

And a truck is called a lorryAnd boots are really shoes;

Where a druggist is a chemistAnd the movies are the flicksAnd you queue up on the pavementFor a stall at three and six....

There is no language barrierThetourist needs to dread

As long as he knows EnglishFrom A to Z (no, zed) .

a guide, check the sentences that

a British setting:

The governess ordered codliver oil and vitamin tablets from the

chemist.

The *portrait showed Becky's grandmother wearing a frilled bonnet.

Since the rain was coming down in torrents, the boys put on their

sliCkers and boots.

Almost all the stalls were filled when Mrs. Radcliffe arrived at

the theatre.

Caroline had knitted the white jumper to wear with a blue skirt.

The agent gave Mr. Kitner assurance that the policy covered fire.

7. The children's eyes grew wide as they saw their aunt bringing the

trifle to the table.

rs Two busses collided yesterday at Piccadilly Circus.

0. The restaurant was famous for its fried chicken and hot biscuits.

10. Because Neville'sa public school.

11. Janet had learned

family was extremely wealthy, he was enrolled in

the American slang from watching the flicks.

12. 'ratty gave her tail a flick and walked into the center ring.

13. On their way home the family stopped at a sweets shop for ice-cream.

ilk liv. "alley lifted the bonnet and peered under at the motor.

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!;HAT DO NEAP BY iEANTPG?

Gore years ago a famous English exploder was asked to speak at

Dartmouth College on his adventures in the Agri can jungle. A large

nuawer of students-showed up, eager -to her about the strange people

.ti

and exotic customs that the explorer'had-seen.

Re didn't` disappoint .then. . "I've seen a people," he said, "Who\

love to eat the embryo 9C certain birds and sliceS from the 'belly of.

ccrtain animals. for sore :this to go with this.dish, they grind up

grass seed, make It ill fm a 'paste,and burn it over heat until it turns

Then they smear'it-with a greasy substance extracted from the

T.:ammary fluid of certain animals. ,Can you imagine anyone so primitive "

The studdnts lo'okecl startled by such a barbaric practice.

''Of- course,'' added the explorer softly, "what I have been describing

is..."it?

Doesn't'it sound weird ?\

Uord meanings don't exit by themselves inta vacuum. They really

r,don't exist until they take shape in someone s.mind, and since people

arc diflerent with different backgrounds and attitudes, each individual

tnay see the word in a different way"

Miat about the meaning of the word "teen-ager"? It can arouse

different eiotions in d fferent people. Language, therefore, can be

used to pla4 on your emotions and influence your attitudes. There

are many word traps that lead ideas astray. You wust learn how'to be

alert as a listener and as a reader.

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UTIKSNEET FOR LESSON ].

SYMBOLS - REFERENT

a. A symbol gets its meaning frort its referent but is not'the same

thing.

b. A symbol is arbitrarily assigned to its referent.

c. Before a symbol may have widespread.use,and effectisdeness, people

must agree on what it stands for.

Above are three statements about symbols and referents. Below are

statements made by people who do not know what symbols and referents

are.. Consequently, they make mistakes. Beside each statement writethe letter of the information. the person needs to know to correct his

,mistake.

1. Dear Sean Connery,There have been a series of mysterious happeningsin my

neighborhood. My life is in danger. Will you help we?.

2. Of course her name is Jane. It has to be. She looks like

a Jane.

3, What do you mean when you ask why the stars and stripes stand

for the United States That's a stupid question. They have

to; that's all.

What do you mean when you say an international language won't

work because people will never take the time to learn it?

That's beside the point.

5. Don't cry Jimmy. It's just a movie.

really dead.

S =teve PcQueen's not

Why do'we have tovote on the junior high school's new colors?

Uhy doesn't someone just decider I don' see why everyonehats to be in on it.

T. just seeing the word "snake' makes me afraid.

C. r think ,a dog is called a dog because the name clog is givento the lowest form of animal.

9. Sailors used to have the word H-O-L-D-T-A-S-T tatooed on the

-baCks of their hands. The tattoo was supposed to keep them

from falling off the yardarm.

10. In 1939 the Cambridge City Council passed a law making it

illegal to possess or transport any magazine, article, etc.,

containing the words-Lenin or Leningrad.

LES301! VP. LEVELS OF ABSTPACTION

OBJECTIVE : To identify the levels of abstractionsymbols. that refer to the same object.

To make a graphic illustration of the levels ofabstraction.

To infer the necessity of the process of abstraction.

NATERIALS: "The Necessity of Abstraction"Nimeographed Materials

PiZOCEDMES:

A. To demonstrate to the students the process of abstraction, selecta student: -who is not easily flustered and have him sit in thefront of the room. Ask the students to supply a symbol, that iden-tifies as clearly as possible the student in the front of the room.The students will usually identify the student by his name. Write

this on the blackboard. Then ask them if there are other ways toidentify the student in front of the room. The students willusually say that he is

d boy a human a living creaturea student an animal an object

Write their responses on the blackboard'. Then ask the' studentsif they really wanted someone to know exactly who they were talkingabout in a conversation, what would be the best way to indicate oridentify the person. (Point him out.) Tell them that it -is notalways possible to have the person we are talking about present,so we must rely on the symbols of the spoken language to get ourideas across. Then tell them that they used several symbols toidentify the boy in the front of the room and that some symbolsidentify him,. more exactly than others. To illustrate this askquestions such as the following:1. Which symbol is the most precise in identifying this student'72. Which one is the least precise?3. Which symbols coulT7efer to other referents beside the one

in the froni: Of he room?Thich symbol'refers lo the hightest number of referents To

the least number?

B. Ask the students to list :he symbols on the board on a piece of,paper so that the symbols that refer to the least number of.refer-ents are on the bottom of a scale and those that refer to thehighest number of,referents are on the top of the scale. Tell themthat the symbols will refer to one or two referents, 100 referents,1,000 ,.referents, a million referents, a billion referents and allreferents and that the symbols should appear on a scale somewhatli%e the following:6. All referents.5. billion referents.LI,. million referents.3. -Thousand referents.2. Uundred referents.1. One or two referents.

C After the scudents have created their scales, have some of themwrite their scales on the blackboard. Review each of the scaleson the blackboard allowing the class to point out errors as each ofthe students who wrote his scale on the blackboa:d defends hisarrangement of the symbols. Then ask the class what they said wasthe best way to identify the object they've been talking about.

c (Point to it or show it to someone.) Then as!: the class questions

such as the following:

1. Is what we see when we look at the boy in any way an abstrac-. .tion?

2. Do we really see the total boy when we look at him'3. that things are part of the boy that cannot be seen or

measured scientifically4. How much of anything do we actually perceive with the sense

of sight'5. Is the thing we see the actual total thing or a distortion

(abstraction)?

After the students have dealt with these questions sufficiently,write a definition such as the following on the bottom of thescale;

The boy we see: Not the symbol (word) , buit the boy that the

experience of sight allows us to perceived Not the thing itself,but that which is abstracted by the process of sight because wecannot see the total boy. (His insides, his thoughts, his

emotions, etc.)

D. Now ask the class if there is a method by whiCh the total boymight be known even if only momentarily. Mat class do you attendthat takes most of its time helping you learn ways of describingthings and how they work" In what class do you Bisect things tofind out all the parts that make it up% (Science) After the class

has briefly discussed the scientific method write on the blackboard

at the bottom of the scale of abstraction something suclt as the

following.

The boy as-described as known to science: The boy in reality

made up of atoms, electrons, behaviorial habits, etc. The

characteristics of the boy if,they were to be described completelyare almost infinite and are changing from one moment to the next.

E. Number each item in the scale on the blackboard starting with one.for the item on the bottom untilall items are~numhered. Then

ask the class questions such as'he following:

1. Inlich IteiJ includes the 6ost characteristics of the object beingdescribed?

2. 'ihich one contains the least3. On the scale created what happens to the specific characteristics

that identify the object we arc talking about as we move upthe scale" (They are fewer.)

4. Is it necessary to know about. those items below the given itemon the scale in order to understand those above them?

5. 'Thy would it be almost impossible to communicate using onlythe bottom two items on the scale' Uhat would happen tocommunication.

F. Pass out to the class The Necessity of Abstraction," and go overthe study questions with them.

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9ORKSHEETLEVELS OF ABSTRACTION

A. Arrange each list according to the levels of abStraction, withnumber one as the ,least abstract (fewest referents).

1. actress

people

Q. 2. skunk L!.

3. matter 3.

Hollywood starlet 2.. living thing 2.

Jane Joyful 1. animal 1.

3. newspaper q.

Boston Globe

daily newspaper 2.

reading material 1.

g. Fill in the blanks in the levels of abstraction:

1.) q. entertainers 2) L!. 3.) it. object

3. 3. flower 3. vegetablekingdom

2. male singers 2. rose 2.

1. Beatles 1. American beauty 1. elmrose

q. printed matter 5.)L!. 6.) q. matter

3. book 3. means of 3.

transportation2. paperback 2. automobile 2. human being

1. 1. Mustang 1. George

C. Make up your own levels of abstraction:

Suggesp.011s: Bobby Orrfin -Tin -Tin

Pollard Junior High School

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The Necessity for Abstraction"'. by Louis L. Mentor

Once upon a time on a beautiful island there lived five tribes. Each

tribe had a leader. One tribe called its leader king," another calledits leader "president," another called its leader "emperor," anothercalled its leader "premier," and the last called its leader "dictator."None of the tribes for thousands of years had ever met someone from an-other tribe.

One day, though, a flood caused all the people of all the tribes toflee to the mountain that was located in the center of the island. Each

person was shocked to see that other people lived on the island and they

went running to their separate leaders to tell them what they had seen.The leaders, of course, were aware of the presence of foreigners and eachdeteomined in a spirit of generosity to take all the people on the moun-tain undeellis protection.

The king sent out a messenger to the foreign people telling them thathe would care for them. The other leaders did the same. Each was verysurprised to receive messages that some funny sounding thing wanted totake care of his people. The Ring" asked his advisors what were thosethings called premier, dictator, president and emperor. The wise mencould not answer for they, like the king, had never heard of any suchthing. This process was repeated in the other four tribes and no one couldanswer the leaders,' questions.

Weeks passed as the flood continued to cover the island and the fivetribes sat in separate groups near the top of the mountain. One day asthe king's servants carried him out of his but he noticed that one personin each of the other tribes was being carried out of a but in a similarfashion. At first he was angry, but he controlled himself and watched theactivities of the other tribes. He noticed that the same men gave ordersas he did, ate well as he did, and in general were treated in much the same

manner as he was. Llhile he was pondering his discovery, the premier, the

president; the dictator and the emperor were doing the same thing, for .

they too had observed what had happened in the morning and had been watchingthe other tribes throughoft the day.

The king after much painful thought and a discussion with his wise men

concluded, although he did not particularly like the idea, that the otherfour men must also-be kings. He resolved that for the purpose of survivalhe would try to be nice to the other kings, so he sent each a message.

. "I, the Royal Mark of Life, King of the Earth, do salute you. I

request that you as a Xing of some Foreigners meet me on the topof Holy Mountain."

Signed,The King

Each of the other leaders sent the same message to the other tribes,'Jut in place of the word king, they substituted the word Premier,President, Dictator or Emperor, depending upon who sent the message.When each received the messages from the others, he could not understandit, because he did not know what was meant by the titles used by the otherleaders. Despite,the misunderstanding each went to the top of the moun-tain because he had requested that the others meet him there.

A16,"

When they all assembled there was confusion because none of themreally knew how to deal with those that were almost equal to him in rank.The day was successful, though, because each leader relied on his wise menfor advice- The leaders discovered that in essence the words king, premier,dictator, emperor an0 president meant the same thing, because each man ful-filled the same function. They worked well together and decided that theywould cooperate with each other, but one great problem arose. The leaders,when referring to all the other leaders, got tired of using all the titles,in a string such as the king, emperor, dictator, president, premier- -depending upon who was talking, because it just took too much time. The

king suggested that they all he referred to as kings, but the others saidno, their _titles were more appropriate. No one would agree and just asthings looked like they-were going to break up, an old wise man spoke.His words save the entire conference. He said, "Oh, great King, Emperor,Dictator, Premier and President, why don't we refer to all of you togetheras leaders, a new word your humble servant just created, and refer to eachof you separately by your itle';'

Each agreed that this in no way was offensive so from then on wheneverthe five tribes got together they saved time in their conversation andgot along better because each tribe saw it had a great deal in commonwith the others--it too had a Leader.

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STUDY GUIDE: "The Necessity for Abstraction"

1. -Why did the leaders of the five tribes have difficulty understanding

each others' titles"'

2. Why was each leader surprised when the others said they would care

1 for his people?

-3. Why were they surprised when the people did not come to them for

protection?

t!. How did each leader conclude that the pthers were leaders also?

5. Why did, the creation of the word "Leader" solve the problem that

was troubling the leadef?

6. Why do you think it is necessary to be able to use abstractions in

your conversation- how do they help you communicate?

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2 u.

"Let's Get Specific" - from Read Magazine, March 1, 1969.

go': into my transportation and drove it away toward town."

put music on the sound equipment and watched it spin aroundand around."

`.I took my human being to the entertainment the other night, andthen we ate food at the place of recreation."

Do you notice anything vaguely strange about the sentences above?If so, can you in down the thing that makes them sound odd? Take aninute or so and really try to find it.

(Pause for thought.)

All right, those sentences got their weird feeling from the words"transportation," music," 'sound equipment," "human being," 'entertain-ment," food, and "place of recreation." The thing about those wordsis that they are too general. They are too broad in range and includetoo much. They are not specific.

Let's go thl-ough and pin them down:"transportatiorC - car'music" - Neil Diamond record"sound equipment" - record player"human being' - grandmother

Get what we mean? You can probably finish the list yourself.

What we want you to see is that words can move up various levels fromspecific to general. Some words signify only one thing. Others includea whole range of things--they are much less specific and much more abstract.

All right, so what are we driving at? Why are we making this big dealabout specific and general levels of abstraction: We're making this bigdeal because levels of abstraction have much to do with the meanings ofwords. And abstract words have a lot to do with the. way people misunder-stand each other and get into arguments that can't really solve anything.'46'11 show you what we mean:

FATHER:, The music kids listen to these days is nothing but a bunch ofugly noise.

SON: No it isn't. It's great.

There's very little chance that anything but hot tempers will emergefrom a "discussion" like this. Why"- The level of abstraction is toohigh.

What does the father mean by "music'?" Does he wean Herb Alpert Does

he mean Aretha Franklin? Songs from The Sound of Music"? Sousa marches?Bach and Mozart? Various young people listen to;a11 these things.

And who does thefather mean by 'kids daughters"Nis own sons and daughtersThe young people next door': His 'three- year -old nephew? Is he trying tosay that all these people have the same taste in music?

And what about "ugly noise"?. Is the father.referring to the rhythms,

to the ,.x lollies, to ale sound levels? Does he object to the instrumentsused or to the musicians?

You see father's statement is so general, so abstract, that itcannot: be the basis for intelligent discussion. And the son's answer isjust as bad. It insists that L'he music is great without pinning downwhat is meant by "music" or "great". There again is a high leyel ofabstraction.

O

If the discussion is going to accomplish anything, it would have togo something like this:

FATHER: The music kids listen to these days in not king but a hunch ofugly noise.

SON: What kids do you mean?

FATM:: Teen-agers

SON: That includes me, and I like Beethoven.

rATUR: I don't mean Beethoven. I mean these guys who scream and bangon electric-guitars.

SON the Beatles?

FATNE2: Yes, like the Beatles.

SON: But the- Beatles wrote "Yesterday" and you said that was a greatsong.

FATHER: I didn't mean` than one: I mean those ones where all they do isscream and pound the drums.

SON: You mean you dont like songs, with a lot of rhythm?

FATHER: I guess so.

SON: But all composers use rhythm in one way or another..

FAMED: Well, its the way these rock,bandsyell and carry on.

SON: You mean you object, to the way they do it more than the musicitself'

FATHER: Something like that.

Obviously, this discussion can goon for a long time. But at least,it is a discussion. Father and son are pinning down the subject and bring-ing in specifics. Maybc-the son will suggest something about today'smusic that his father has never seen before. Maybe he will change hisfather's attitude slightly. Maybe not.

But now--on this specific level--they are exchanging ideas. 'Theirwords mean something. Before--on an abstract level --their statements weresliAing by each other.

Abstract words are so broad and gene2ral0

that no one can be sure of ,their- -

2'

meaning. For this reason some people use them on purpose--to mal:e theirstatements as vague as possible.

A politician says, "I stand four-square behind democracy, freedom,and the people." This statement sounds fine, but what does it mean?That does the politican 'lean by 'democracy"? Communist East Germany

calls itself the German Democratic Republic. Is that what the politicanmeans What does he mean by "freedom"' Freedom to resist the draft orto seize a college? Whom does he mean by the "people"? Would he supportthe demands of racial minorities?

A commercial says, "Take Sufferin,.theeten-way tablpt,_and end theills of colds and colds' discomfort. What ills can Sufferin end" How

does it work" What specirically does it have that a plain old aspirintablet does not have'

And you yourself probably use many abstractions every day. Have you

ever said, "School is lousy." Then what do you mean by school? The

building itself A certain course Gne of the teachers? If you startpinning down the ideas in your own mind, you might find that theres alot about school that isn't lousy after all.

So-remember, real meaning .and highyou hear a statement, bring it down tothat will let you analyze what it saysits message. You might end up full of-

abstractions don't mix well. When

earth. See if it has any specifics. And if it doesn't, don't swallowhot air.

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3

zy

LDSSON ff3

OBJECTIVES: To define denotation

To 'define ,::onnotation, both affective and informative

To examine and explain how Writers-use words :o coldtheir'writing.

TO write short passages that distinguish between thosewith 'good" or "neutral" connotations and those with "bad"-connotations'.

MATERIALS: ,iqimeograplied materials.

`PROCEDURES:

A. To introduce the students to denotation hold sbme object in your handand ask the class what,, the symbol for the object is:- Then as1; themwhat the referent is. Tell then that the word referent is the sameas the word denotation. They are synonymo68. Tell them that wheneverthey are asked fOria denotation of a word they should not say a wordbut sir "ply point at the object.,

0. To illustrate to the class that some, words have no denotation, ask.members 'of the class to indicate t*denotation of words such as love,devil, freedom, eternity, etc.. The class will not 4e able to indicatethese i,tems because the items cannot be seen, felt, drawn, photographed,or detected by any scientific method. There is no way of measuringtheir existence. This does not mean that the items do not exist. It

simply means that if an argument arises_ in which these items are used,no scientific proof can be brought to bear and the argument could beendless.

C.. To illustrate the above point write on the blackboard the classicquestibn: how many angels can dance on the head of a pin':'" Askseveral members of the class if they know. If some try to answer thequestion, let them do so For a few minutes. Then ask them what the'denotation of an angel is. Shod them why the argument cannot be endedand pass out the "Uorksheet on Argument" and have them point out thekind of arguments that can be brought to an end_and those that cannot.Discuss each item with the class.

D To, introduce the students to affective connotation write words suchas horse, woman, house and show on the blackboard and ask the studentsto suggest ocher symbols for' the referent of the label on the black-board that make the referent appear worse or better than it is.Examples:

1.

2.

3.

Horse'

House

ignorant

hay burner trotternag pacer..-...Z7.

shack

thoroughbred

castledump home

dumb slowstupid exceptional

- 22 -

2i

After the students have given suggestions, ask them what the differ-ences are among the various words for the same refer_nt. They shouldbe a)le to distinguish between the "bad" and ..good" affective conno-tation of words used for the same referent. Label the feeling asso-ciated with the word affective connotation.

- -

E. To reinfoce Ehe concept of affective connotation and to introducethe concept of informative connotation write the word "Communism"on the blackboard and ask them to write on a sheet of paper a defini7tion fox the word and explain how they feel about the word when theyhear it. When they have completed the assignment, colleCt the papersand read several of the definitions. Then read the definition ofCommunism from a good dictionary. Follow this by reading several ofthe comments about how students feel when they hear the word and askthe class questions such as the following:

1. Which passage most accurately and objectively defines Comnunism-

2. :Illy weren't many of your definitions as good'3. What is.thsdifference between the definition you gave and

attitude you expressed about the word Communism?Do you think that all the people in the world feel the sameway toward the word Communism as youdo? Would all people be

likely to agree with the dictionary definition or your attitudetoward it Explain.

r. Tell the class that the definitions they gave and the dictionarydefinition are called the informative connotations of a word. In

other words the definition is the socially agreed upon meaning, theso-called "impersonal" meanings. Tell them this is as close as wecan come to give the meanings of words by the use of other symbols

(words). The best way of course is to point to the object so etherscan see it. The feelings associated with words are called affectiveconnotations. They have little to do with the definition of the word,but are aroused solely by the mention of the word.

rG. To provide the students with more opportunitiep to distinguish between

affective and informative connotations, write On the blackboard thefollowing series of items and have them number the items one throughfour according to their preference:

SET I

You are mentallyYou have problems,You are, insane.You are as crazy as a bed bug.

SET II

Prime ribs of beefFlesh and bonesDead Cowneat

Then ask them questions such as1. Inv did you prefer the item

the following:you chose:'

- 23 2

a. My did you put as least preferable the one you did?3. Do the items in each set have the same denotation or referent

Explain.L!. Do they have the same connotation7. Explain.

H. To reinforce how connotation is used in language and how we selectwords to show our feelings, distribute to the students the followinglist of words and discuss with them the connotations connected with

the words. Point out that the referent could be the same in eachseries.

1. Discreet cautious cowardly

2. loyal obedient slavish

3. warmhearted sentimental mushy

4. mature old decayed

5. Pilgrim immigrant alien

orator influential speaker rabble-rouser

7. investigator detective flatfoot

Ask them why they would use the words in the first column to describe

something or somebody they liked, and why they Would use the words,

in the third column' to describe something or somebody they disliked.)hat is it about the words that show our attitude toward the objectbeing, described.; Discuss Oith the class how some words have "good"connotations, in -other words, create good feelings in us, whileothers have "bad connotations which create negative feelings in us.Also show how the words in the middle column tend to be neutral, arouselittle feeling, either good or negative.

I To give students further exercise in recognizing and using connotative

language, pass out the work sheet "It's All Flow You Loo!: at It.;'Haxie them read the first two selections and then compare them. Ask

questions such as the following to elicit discussion.

1. Mich article uses favorable words in discussing the subject?2. Uhich writer dislikes the subject he is discussing" Now do you

know"3. Is the information offered in both articles essentially the same?

Explain.Mat causes the great differences in attitude in the two articles?

J. Hare the students read the third article and then tell them that they

are to write an article that demonstrates a negative or positive atti-tude toward the subject (depending on which sheet is used), but theymust present the same amount of information as the original article

does. They May use the first two articles as ;:lodels. There are two

sets of models. One is fairly difficult and one is easy. The class

may be divided into groups according to ability and both sets can be

worked on in this fashion, or the easiest may be. used first by allstudents co give them practice for working on the other one. Anotherpossibility is that only the most difficult be given to a class thatis able to deal with it reasonably well without practice work ahead of

time.2" 2-t.)

UMKSHEETON Ancuqpn

1. How many number two cans will fit in a standard size railroad boxcar?

2. Mow much time will it take diatsman, to crow a four inch beard?

3. How many vampires are there in the Boston area?

4. How long is the horn of an average unicorn':

5. Mat kind of brcoms do witches-use to fly abou,t on:

6. How many passengers does the U.S.S. United States carry each year-

7; How 1..uch heat must be created to make ice in the average refrigerator'

C. Mat is the main cause of corruption of the human soul'

9. Which countries of the world experience true freedom and libeft10

10. Why must a good country always conquer an evil country?

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2

UORKSHEET

Fran whose point of view might each of the following be written

1. a) Celics trounce'Cincinnati.

b) Royals lose close contest.

2. a) :;evolutionary upstarts fire on troop6.

b) Pec-.Aotp defend rights.

3. a Aggressors invade homeland.

b) Protectorate :troops arrive.

4. a) French armies strategically withdraw.

b) F;:,ench armies retreat.

5. a) The rowdy ruffians yelled and shouted.

'b) The enthusiastic crowd cheered loudly.

Write pairs of staLements similar to those above and indicate, die wordswhich reveal point of view.

- 26' -

26

"It's How You Look at It

1. Five teenagers were loitering on the corner. Ab their raucous laughtercut through the air, we noticed. their sloppy black leather jacketsand theiv greasy long hair. They slouched against a building withcigarettes dangling contemptuously from their mouths.

2. rive youngsters stood on the corner. As the joy of their laughterfilled the air, we noticed their loose-fitting, smooth jackets andthe gleam of their smartly, combed hair. They relaxed against abuilding shloking evenly on cigarettes that seemed almost natural intheir serious young mouths.

3. ffordes of flies hovered over the garbage cans that stood along theedge of the dark alley. It was obviously a slum area whose fly-by-night inhabitants gave little time to keeping the area neat.

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21

LESSJN

OBJECTIVES) " To define report, false report and judgment.

MATERIALS:

'PROCEDURE:

To distinguish among reports, false reports, and judgments.,

Mimeographed materials

A. To provide the students with examples of reports, false reports andjudgments, distribute the worksheet. Ask the students to write downthe numbers of those items that Could either be proved or disprovedscientifically.

D. After the class has finished the assignment go over each item withthe class asking them why they picked the items they did. Each timeask them how they would go about proving or disproving the statements.Items number 3, q, 5, 7, 12, 13 and lq cannot be proved or disproved.Ask the class how the statements that could not be proved or disprovedcould be changed so that by the addition of a few words or the sub-traction of a few words they could be disproved or proved.

C. Tell the class that statements that can be proved or disproved arecalled reports or false reports depending on the outcome of scientific.investigation and that statements that cannot proved or disproved arejudgments or opinibns. Ask them to lookup in the dictionary defini-tions of judgment and report.

D. To provide further work in distinguishing among reports, false reports,and judgments, have the students make up three sentences for itemssuch as the following. Ope sentence should be a report, one a falsereport, and one a judgment. Tell them to label each sentence accord-ing to what it is.

a. food f. Christmasb. tcachers g., schoolc. boys h. homed. girls i. musice. hot rods j. government

E. After the class has finished the above disdission, assign the studenthomework in which he is to select. any short piece of writing--editorials, news reports, poetry, short story, etc. Tell him thatthe selection must accompany his analysis of the piece when he handsit in. In his analyis he should include:

1. The author's subject.2. The author's attitude toward his subject.3. Whether the author relies mainly- on reports or judgments.q. Proof for the author's use or overuse of reports or judgments.5.' The affective connotations (whether "good" or "bad") of the

words the author uses.6. The author's effectiveness in using connotation, report and

judgment-.Tell the students the latter will invoke judgments on.their part.Point out to them how an author must rely on the affective connotativevalue of words if he wants to arouse our emotions, whether these begood or bad. - 28 -

o,

0

WORKSHEET: Reports, False Reports, and Judgments

1. This room is s-10 feet "by 11 feet.

2. The principal of this school is a man.

3. Robert is intelligent.

His stupidity lost us the game.

5. He was afraid to answer.

6. Columbus discovered America in 1513.

7. Tom is -:eligious.

8: That is a 191L! Ford.

9. A pound of feathers is heavier than three pounds of lead.

10. The Cleveland telephone book has L:9-,273 names in it

11. Apple pie tastes better than cherry pie.

12. Tom is a,filthy liar.

13. Democracy is the best form of government.

ll. John Kennedy was a good man.

- 29 -

31.

OPINION? oa STATEMENT OF FACT?

The seventh President of the United States was'Andrew Jackson.

Vanilla ice cream tastes better than chocolate ice cream.

A statement of fact can be'proved true or false. The statementabout Andrew Jackson, for example, can be checked by consulting an ency-clopedia or a dictionary.

A stateTeni of opinion, however, cannot be proved true or false: It

is a personal reaction to facts, usually an expression of approval or

disapproval.

Signals:

good, better, bad, pleasant, unpleasant, poor, great, etc. (value)

must, should, ought to (obligation)

will, shall, is sure to (prediction)

Practice:

Decide whether the following sentences are Statement of fact or state-

ment of opinion and tell which words give the clue:

1. Every student should have a part-time job. (Opinion-should)

2. Liver way not taste good, but it's good for you. (Opinion-good)

3. Russian dentists are smarter than American dentists. (Opinion-smarter)

4. Russian dentists use stainless steel for filling teeth. (Fact-can be

verified)

S. "I must go down to the seas again." Masefield. (Cpinion-must)

6. The doctor will be there in five, minutes, Mrs. garper. (Cpinion-will

be)

from-Junior English HighlightsApril-May, 1964Scott, Foresman, p. 4.

WORKSHEET: FACT AND OPINION

I. Examine the following sentences and be prepared totween those which state verifiable facts and thosethe Ovier's opinion:

She goes to church every Sunday.She is religious.

He is a *m.eary teacher.

He has his students complete their assignments after school.

His face gets red when he talks to girls.He is bashful.

Label each of the following statements "Fact" or "Opinion":

distinguish be-which express

a)

,b)

c)

d)

e)

f)

g)h)

i)

j)

Tobacco tastes best when the filter's recessed.Pall 14alls.give satisfying flavor.They are outstanding and they are so mild.Pall' Halls are the product of the American TobaccoYuban starts with aged coffee beans.This is the difference that makes the world's richestEmily Banks, Miss Rheingold of 1960, says, "My beer isIt's New York's largest selling beer.The safest way to carry your money is American ExpressChecques.They cost only a penny a dollar.

Company.

coffee:'

Rheipgold."

Travelers'

III. What factual statements are needed 'to support the following opinions?

a) Merideth is shy.b) Bob is studious.c) Bob is too studious.d) Shannon is a natural born historian.e) Carol is aggressive.f) Sandra is retiring.

IV. After each sentence is a blank space. In the blank space write Ffor Fact or 0 for Opinion.

This business of letting 10 year olds vote is a lot ofnonsense.. I'll admit that some kids are mature and sensible,but most of the young people today are babies. They have nosense of responsibility. , Look at the accident rate for instance.The insurance companies had to make a special rate for ydung drivers.

Drivers in the 16-18 year old-bracket have more accidents thandrivers in the 21-25 year old bracket. Actually, the voting ageshould be 25 instead of 21.

- 31 -

33

WORKSHEET: FACT AND OPINION

Label each statement F for Fact and 0 for Opinion.

A. 1. I always received an "A" in my math course.2. I received an "A* in algebra.J. I will do "A" work in grade 10 geometry..4. I am a good math student.

B. Susan refused to go to the dance with me.2. Janet said she was busy when I asked her to go.3. I'll never get a date for the prom.4. I am not very popular. with girls.

C. 1. Senator Green voted against the Civil Rights Bill.2. Senator Green doesn't want to help Negro -citizens.J. Senator Green sends his children to segregated schools.4. Senator Green will never be elected President.

D. 1. I am in tip-top condition.2. I haven't been ill since I was" in kindergarten.3., When I 'was four, I had the measles.4. I- don't need Blue Cross.

E. 1. It was hot and humid all day yesterday.2. It rained all today.3. New England has terrible weather.4. i The weather will probably be worse tomorrow.

Label each of the following statements:

1. Bill has been to every band rehearsal this year.2. Bill will not miss tomorrow's rehearsal.

3. Nary Ann has never been late for school.4. Nary Ann will not be tardy 'this week.

5. Dave will be accepted by Harvard when he applies.6. Dave has never received a grade less than "A" in four years.

7. We will never have a fire in this school.8. We have never had a fire in this school.

0. The USSR will' never attack the U.S.10. The USSR has never attacked the U.S.

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3

Gr:ADE 13 COURSi OF STUDY

LESSON 11

OBJECTIVES: To define simile and metaphor

To recognize these figures of speech in the writing of others

To write original figures of speech

To .avoid the use of cliches

MATERIALS: Mimeographed materials

PROCEDURES:

A. Tell the students that a figure of speech is a comparison.A comparison embodies two elements:

a. The items being compared.

b. The way in which they are compared

All aspects of a comparison need not always be explicit. In thecomparison "A taxicab is like a private car," the similarities areobvious, so why go on

1. A figure of speech is a poetic comparison: The items being com-pared must be apparently dissimilar. To say a taxicab is like acar-is to make a compariSop. But since they are obviously alike,there is NO poetic comparison.

Contrast: "A car is like a cranky baby." ,No one would ever lookat a cranky baby and say, "Look at the car." Hence, a poetic.

comparison.

2. Have the students give examples of poetic comparisons, discuss thecomparisons involved, and analyze the parts of the comparison.

\

3. The comparison in a figure of speech may be expressed:That car is like a cranky baby."

Or it may be implied: "That car is a regular cranky baby.

Give the class examples of each kind of comparison and have them .

determine whether they are expressed or implied. Have the studentsgive examples; Analyze the parts of the comparisons.

B. The expressed comparison is called a SIMILE. Since the comparison isexpressed,osrtain connective words used to express it will automaticallysignal the''Structure:

a. "As and its compounds "As much as,"."Ss little as,- etc.b. Like!! and such unusual structures as the Biblical "like unto"c. When the comparison involves using an adjective in the com-

parative degree--such as "longer" "wider" etc.` -- -the structurewill be " er than" or "more than

- 34 -

3G

1. ilaen students to be careful of non-poetic comparisons:"The metal was as hard as rock." It probably was."The lesson took longer than an hour." Often lessons do.

2. Be careful of statements: "I like ice-cream."

E1.

Be careful of such constructions as "it; dog looks like an

elephant.n,"This is not a good comparison--1.1erely a statement of opinion.

Pass out wcroksheet and diScuss with class. (Parts A and B)

C. Tell the students that similes are expressed comparisons and thatall the other figures of speech are METAPHORS. The clue to themetaphor is the equating of two apparently dissimilar things:Contrast "4y father is like a bear when he's angry;"with 'My father is a bear when he's angry.

1. Have class do Part C on the worksheet.

D. In a teacher-led discussion, working as a class, develop on theblackboard some similes. Change these to metaphors.

1. Working independeptly, children write original similes.These are shared.

2: rlorking independently, they change these to metaphors.These are shared.

3. Following the same pattern, write original metaphors.Change these to similes.

E. Learning to avoid triteness:

1. Collect some of the cliches produced, leaving key words blank:he was as strong as anHe was as as an owl.

2. Ask how everyone knew the missing word. Introduce the term

trite.Assignment: Write four figures including both types so thatthey are not tAte.

-35-

WORKSHEET Fdn LESSON 1 -- SIMILES AND METAPHORS

A. Find the sentences which contain similes. Be able to defend youranswers.

1. She was taller than an average man.2. The typewriter keys clicked more loudly than a tap dancer's shoes -.3. I like to sail better than anything else.4. Her horse looks like a mule.5. They gobbled down their food like two vacuum cleaners.6. When he's happy, Henry gleamis more than a little ray of sunshine.7. He likes her move than he likes baseball.C. Fear is a fog which clouds the mind.9. Have you noticed how much lihe animals some people lo6k?

10. He seeks out trouble the way a bloodhound tracks a criminal.4

B. Find the similes in the following poem.

A Red, Red, Rose

0, my luve is like a red, red rose;-That's newly sprung in June.

0 my luve is like the melodicThati-s_sweetlyplayed in tune.

As fair are thou, my bonnie lass,'So deep in'luve am I,

And I will luve thee still my dear,Till a' the seas gang dry.

will a' the seas gang dry, lay dear,And the rocks melt wi' the sun!

And I will luve thee still, my dear,While sands of life shall run.

And fare thee weel, my only luve,hnd fare thee weel awhile!

And I will come again, my luve,Though it were ten thousand mile!

--Robert Burns

C. Find the similes and metaphors in the poem below.

There is a Garden in Her Face

There is a garden in her faceWhere roses and white lilies grow;

heavenly paradise is that,placeWherein all pleasant fruits do flow.

There cherries grow which none may buyTill "Cherrie ripe" themselves do cey.

C. (cont.)Those cherries fairly do encloseOf orient pearl a double row,Which when her lovely laughter showd,,They look like rose-buds filled with snow; ,

Yet them nor peer nor prince can buy,Till "Cherrie ripe" themselves do cry.

Her eyes like angels watch them still;Her brows like bended bows do stand.Threatening with piercing frowns to killAll that attempt, with eye or :land,those sacred cherries to come nighTill Cherie ripe" themselves do cry.

--Thomas Campron

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3

Lesson ,;2: Hyperbole and Personification

OBJECTIVES: To define hyperbole and personification

To recognize hyperbole and personification in the writing at

others

To write hyperbole and personification

MATERIALS: Mimeographed materials

PROCEDURES:

A. Define exaggeration. Explain that one type of figure of speech rests

on exaggeration. Example: "We had a mountain of homework." "He hit

the ball ninety miles." -- This is hyperbole.'

1.' Hyperbole can be expressed or implied --The team hit us like a steamroller." This is expressed.Therefore it is a simile.

2. "The team steamrollered over us." This is implied.

Therefore it is a metaphor.3. Find examples of hyperbole on the worksheet.4. Have students write examples of hyperbole -- as similes and

metaphors.:

Pnother type of figure of speech attributes characteristics of humans

to non-human things: The engine whispered." -- only people can

whisper. Thus, perSonification. Note the root word .people" in

personification. Personification can be as either sithile

or metaphor.

D.

.

1. rind examples of personificdtion.in the worksheet.2. Write personification of each type.

C. More sophisticated writing:

1. Take some of the more promising figures already written and work

on these expanding, .,the images thus:

a. Original: The boy ran like a snail.b. The boy ran like a snail slithering slowly around the aquarium.

c. The boy running around the track was a snail slithering around

the aquarium.d. The boy, like.a snail slithering around an aquarium, sloshed

around the track, muddier than the Charles River at low 'tide.

2. Develop several such examples as a class.

3. Have students develop their own examples.

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()

1

.liORKSHEET ;OR LESSON 2 -- PERSONIFICATION AND HYPERBOLE

A. Find the hype..6bole in the following stanzas:

Daffodils

I 'tqandered lonely as a cloudThat floats on high o'er vales and hills.,

When all at once I saw a crowd,A host of golden"daffodils;

Beside the lake, beneath the trees,Fluttering and dancing in the breeze.

ContinuOus as the stars that shineAnd twinkle on the Hilky Way

They stretched in never-ending lineAlong the margin of a bay:

Teh thousand saw I at a glance,Tossing their heads in sprightly dance.

--William Wordsworth

B. Find the personification in the following poem:

et.

The Definition of LOve

My love is of a birth as.rareAs 'tis'for object strange and high:It was begotten by DespairUpon Impossibility;

Magnanimous Despair aloneCould show me so divine a thing.Where feeble Hope could ne'er have flownBut vainly flapped its tinsel wing.

And yet I quickly might arriveWhere my extended soul is fixed,But Fate doCE 'AWgesAnd als,&-y3 cCowd, ;scif betwixt.

For Fate with jealous eye does seeTwo perfect ] oves, nor lets theo close:Tleir 515.9v*Puld her ruin be,And her tyiannic power depose.

--Andrew, Marvell

- 39-

LESSON .3: Euphemism

OBJECTIVES: To understand that decency and -propriety' are powerful-forces in changing the use of words.

;4T understand that language reflects the speaker's point ofview.

MATERIALS: Mimeographed materials

PROCEDURES:

A To develop the concept from the student's experience, ask thestudents to supply a list of words which we use in place of theword dead. (Passed away; departed, deceased, gone to his reward,no longer with us; kicked the bucket, a'corpse)

1. Which of these words are polite and which are crude.(As the students distinguish the two, list words in two columns;if there are words about which they are not sure,,place these ina center column. Label the three columns -4-, 0, and -.

2. Why do we have all these words and phrases for the term deadT(They don't scare people; to be polite; we don't Like to talkabout dying; they have better connotations-)

3. We do this with many oc.mpations. Can someone suggest anotherword for' undertaker" (mortician, embalmer) For'doctor','

(sawbones,quack, physician)

U. Why do people prefer some of these titles for their work toothers that you have suggested? (They sound better; they have

better connotation.)

B. To label the concept, at this point introduce the word euphemism and

define it as rewording to make an item or action sound better.

1. We also do this in our every day situations. Suppose that a

-memberof the class talks a great deal. What would be a good

euphemism for that phrase? (Some students may answer with phrasesof worse connotation; correct them and direct the discussionagain towardieuphemism -- words and phrases that sound better,e.g., He has great verbal skill.)

2. that would be a good euphemism for That boy never sits still"?(He is very active; he is a very busy child.")

C. Work wiAh the class on a writing problem which will aid the studentsin the i7 comprehension of the concept.

- 40 -

4 1

D.

suppose thaz a group of boys playing in a vacant lot knocked a

baseball through the window of the house next door. The personwho lives in the house is,a woman of 65 who lives alone and has

complained to the boys' Parents about their playing. She owns

the lot on which they play. Cn this particular ocasion she de-cides to call the police. The first thing she says to the lieu-tenant who answers is to describe herself, her home, her lot. Of

course she uses euphemisms to do so. Let's write what she might

say. (To provide a model fo...,the next assignment and 'to reduce

frustration, record the writing on the board as it develops.)

Toallowfor less teacher direbtion:divide the class into smallgroups to develop the next section of the writing.

1. Next she describes the boys and their activities. In this

case, she uses words with harsh connotations. Uhat would she

say.

2. Urite out this situation in your groups.

E. To give the students independericefollowing assignment:

1. Now the policemen come to theThey ask the boys to describe

in their-activity, make the

vacant lot and find the boys there.what happened.

2. Urite the description the boys would give of the woman and the

description they would give of themselves and their activities.

After this assignment has been finished, conclude the lesson by

asking the students to fold a sheet of paper into three columns

heading them (-) for bad connotations, (0) for neutral words, and

( :-) for euphemisms. .Begin the list with the students by filling

in the words developed in part A of this lesson plan.

1.. Nowiadd to this list the words from the composition you have

just written. Try to fill in all three columns.

2. Listen carefully to the conversations you hear around school

and at home today. Add additional words to this list from what

you hear today. Be prepared to share the list with"the class

tomorrow.

-

4

TX,KSHEET EUPHEHISMS

Underline the euphemisms in each set where one is present:

1. ugly - homely

2. moxoacian - undertaker

3. hairdresse.7 - beautician

4. garbage collector - sanitary engineer

5. cop - flai: foot

G. pawn shop - loan °Mee

7. reconditioned - second hand

C. used - pre-owned

0. porch - sun deck

10. refuse junk

11. gut - intestine

12. halitosis - bad breath

13. wig - hair piece

14. employee workez,

15. teacher - educai:or

16. wife - die little woman

17. pilot - aviator

10. marriage - wedded bliss

10. lawyer - attorney

20. bathroom - powder room

LESSON Advertising Analysis

OBJECTIVES: To apply the tools of semantic analysis

To identify the use of reports, judgments and affectiveconnotation in written advertisements

To recognize the referent of an advertisement and the useof abstractions in advertisements

iiATEalALS: Advertisements from magazinesHimeographed materials

PROCEDMES:

A. ..To stimulate critical evaluation,and thinking through the use of

semantic tools, have students in the class select advertisementsfrom magazines. In a discussion analyze the advertisements for thedelusion and fantasies produced through the use of words and visual

apparatus

1. The picture of an ad frequently tries to influence through the

settings, objects and people which aacompany a product...the rugged masculine an on horseback in the-mountains (Aarlboro

Country). Are the settings, people, or objects used usuallyrelated to the product's qualities or not% (Salem -

pretty girls - Dodgecfever; Canadian Club - drink of the daring

adventurers) S

Analyze the picture for the following:a. Color connotationb. Grouping or packaging techniques

2. Adq toy to use words of favorable connotation to accompany their

product and words of unfavorable connotation to characterize their

competitors. 747's are spacious (why not cavernous) The new

y_gar is slender (why not skinny-) Things are inexpensive,.nevercheap, and beers are light or fullbodied, never heavy or under7

weAnalyze the copy of- the ad for the following:a. the, symbol applied to the referentb. phrases with affective and informative connotationc. reportsd. judgmentse. levels of abstraction

J. Criticize the blurb for the following:a. Promise ofIlealthb. Promise of wealthc. Assurahce of social prominenced. Association with romance and domestic blisse. Promise of personal popularityf. Appeal to economy

g. Aura of fashion and eleganceh. E,iotional appeal (a poor child; a parent and child; etc.)

LESSON iP4 (cont.)

B. Divide the class into small groups and ask each group to analyze 'adifferent set of ads in the same manner.

C. To evaluate the individual's ability to apply the concepts of adver-tising analysis, ask the students to select an advertisement otherthan the ones used in the class and write a critique utilizing theconcepts discussed above.

D. Have the students Create their own ads.

a. Create a product1). Create a trademark to symbolize the productc. Use illustrations, headings, and captionsd. Hake sure the colors fit the mood you are creatinge. Remember you are selling a product.

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GRADE g COURSE OF STUDY

LESSON a: Introduction°to Propaganda

CDJCTIVES: To develop a critical attitude toward all forms of propaganda,whether they be "good" or °bad" forms of propaganda

To understand the techniques used in propaganda

To-understand that scrutiny, is necessary to distinguishbetween propaganda and scientific truths and facts

MATEaIAL: Mimeographed material

PROCEDUnES:

A. Pass out mimeographed sheets on which the following sentences appearand have the students divide into groups to decide whether thestatements can be proven or not. Ask them to explain the reasonsfor. their answers on paper.

1. President Kemnedy is the greatest President this country hasever had.

2. President Kennedy was born on December 7, 1917.3. President Kennedy was born on September 6, 1920.1!. All living men use their. lungs to breathe.5. Democracy is the best form of government.6., Hemingway is the greatest writer of/the twentieth century.7. There are L!2,726 books in the public library.8. There'are fifty people in that neighborhood who read newspapers.9. Cletus is a fool.

10. :'later contains two parts of oxygen to one part of hydrogen.

After the students finish the assignment, discuss their answers,with the whole class. Emphasize the importance of facts and lead thestudents Lo be aware that many statements offered as facts aro only,opinions.

B. Divide the class into groups and have each group arrive at a defini-tion for both 'Fact" and opinion." After the liscussion, each groupcan present its definition. The teacher can note the main points onthe blackboard and add any points the students may have omitted. Then

the class can develop a working definition.

C. Definition of propaganda:The relatively deliberate manipulation by means of symbols (words,

gestures, flags, images, monuments, music, etc.) of other people'sthoughts or actions with iespect to beliefs, values, and behaviorswhich these people (reactors) regard as controversial."

INTEWATIONAL ENCYCLOPEDIA OF THE SOCIAL SCIENCES,Vol. 12. 196C. p. 579.

D. Have each student look in newspapers OT magazines to select an articlein which the author uses opinion and another article that usesscientific fact. they bring these articles to class, select someto be read aloud, and then let the students tell why they believe onedepends nost3y on opinion and another on fact.

" 4 8

Bias Words at Work

, 1. Note the distinction: "I saw the incident: Billy sneaked into theyard and stole the bicycle.",-- "I too saw the incident: Billywalked quietly into the yard and took the bicycle."

2. Label the following stater.lents:

a. After Congressman Philips wasted as much time as he could waste,he finally stumbled through his speech. Liased for Biasedagainst

b. Afte.t. Congressman Philips weighed every aspect of the importantcontroversy, he rendered his momentous decision. ForAgainst

c. Danny's shifty eyes darted suspiciously around the room untilhe located his accomplice. For Against

d. Danny's eyes moved brightly across the room until he locatedhis friend. For Against

e. The embassy official refused to admit his guilt. ForAgainst

f. The embassy official courageously maintained his innocence.For Against

g. Harry ("Killer") Kane, the notorious gambler, was questioned bypolice about a gangland slaying. For Against

h. Mr. Harold Kane, well known in local racing circles, was askedto comment about recent events by local authorities. ForAgainst

3. Newspaper headline, "Trial on War Criminals to Open Tuesday,"*(1) assumes that the people to be tried are innocent, (2) assumesthat the people to be tried are guilty, (3) makes no: assumption ofthe guilt or innocence of the ,persons to be tried.

4: A newspaper article which is headlined "Acheson Makes Reply toMcCarthy Diatribe" is apt to be: (1) favorable to Acheson, (2) favor-able to McCarthy, (3) impartial.

5. "Smears on Cabinet Boomerang" is a headline ;which is: (1) slantedin favor of the cabinet, (2) slanted against the cabinet, (3) unbiased.

- rI7 -

4)

Recognizing Biased *lork:

The President dchieved (notoriety fame) by (tenaciously stubbornly),(bitterly vigorously), (zealously .fanatically) asserting his (boldclaims impudent prctentions) even in legislative councils through his(tools agents) who (skillfully cunningly) (insinuated introduced)themselves into those councils. The Senate being in accord with his(prejudices principles) (succumbed yielded) to his (dominationleadership) . He was a man of (faith superstition) and of (obstinacystrength of purpose) whose policy combined (firmness and couragebigotry and arrogance) with (cowardice 'caution) .

He 'was a (man creature) of strong (biases convictions) andbelonged in the camp of the (reactionaries conservatives) . 'His conductof the Presidency (portended foreshadowed) a (change degeneration)of that office into one of (dictatorship leadership) .

LESSON ;:t2: Name Calling and Glittering Generality

OBJECTIVES: To recoghize these two propaganda techniques ,

HATERIALS: imeographed material

P2OCEDURES:

A. Present on the blackboard a sentence such as: The anti-Americam,Communistic spirit of Senator Cope makes it perfectly clear why hehas been called upon to appear at this committee hearing today."Ask the students the following questions to direct their thinking:

`1. What can you tell Me about Senator Cope?2. Uhere is Senator Cope, and what is about to happen to him?3, What words in the sentence turn you against him? -

L!. How do we know Senator Cope is anti-American and Communistic?5. Do you think it is enough to take the speaker's word that the

senator is anti-American and Communistic?

Cn the basis of answers developed, ask the students to write a defini-tion of "name calling." Students who need more help in developingthe Concept of "name calling- may work with the following examples:

1. The fault-finders of the Democratic Party are constantly threateningour way of life. -

2. Can we allow the greedy spirit in the Republican Party to becomewide-spread in our country?

3. The inhuman and grasping nature of our opponent is what we areagainst.In his usual sissy way George started crying when he saw that, thegame was lost.

Tointroduce.glittering generalities, have the students examine thesame selection used in the name calling example.Substitute the word "Commissar" for "Senator." Explain the word"Commissar."

1. What can you tell me about Commissar Cope2. In what country does he live?3. Is he an important person?E. Where is CoMmissar Cope, and what is about to happeh to him?5. If you were a Communist living in Russia, what would be your

reaction to the above statement about Commissar Cope?6. How do we know Commissar Cope is anti-American and Communistic?7. Is it enough to take the speaker's word that COMmissar Cope is

anti-American and Communistic?C. What is the difference between the use of the words "anti-

Anerican" and "Communistic" in the two sentences presented onthe blackboard?

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51

9. Is there any way to prove scientifically that the words are true,even though at one time they are used to damage the name of aperson and at another time to praisethe person?

The tereglittecing generality" can now be presented to the class.The class should note that glittering generalities differ only fromname calling in that glittering generalities are used in praisewhereas name calling is used to turn us against some idea or someperson.

D. Ask the students to give a definition for the term "glitteringgeneralities." The definition should note that these devices'do notuse scientific fact, but they depend solely on the connotative valueof words ised by a Speaker to prejudice,our attitudes toward a givensubject: Both techniques are used to make us accept and approve, orreject and condemn without examining the evidence. Have the studentsexamine the following examples of glittering generalities:

a. The Liberty-loving and God-fearing,Democratic Party wishes tobring progress to our nation.

b. Now is thy time for true Americans to back the cause of freedomby voting for the man of truth, tile'Republican Party's candidate.

c. Courageous George, a clean sportsman, walked across the bridgeto his,car.

d. In a time of stress, dedicated George in his usual loyal mannerworked like a true mart'Yrdespite constant set-backs.

E. Ask the students to write two paragraphs- One paragraph should usethe Name Calling technique, and the other should use the GlitteringGeneralities technique. The subject of both paragraphs,should bethe same in order that the students will clearly observe that bychanging the words with "bad" connotations'for words with "good"connotative value, they change the al:titude of the readei' or listenertoward the subject.'

- 50 =r41'0 4.

LESSON 0: Transfer

CBJECTIVES: To recognize the use of this propaganda device

ilATERIALS: Study Guide: The propaganda technique of transfer

MOCEDDRES:

A. Divide the students ,into heterogeneous groups and distribute the studyguide. From the study guide, the students should come to the conclu-sion that the pictures of the greed Americafis, the cross, and, theflag are things that we respect and revere. The speaker in theillustration is trying to transfer to himself and, his cause the'feelings and ideas we associate with these things by displaying themprominently for all to see. The transfer technique is not limitedto visual materials. It can be employed in words. The 'studentsshould be aware that they would probably react favorably to thesurroundings rresented in the illustration.

B. After discussing the questions in the 'study guide and the term"Transfer," the student should reread the words of the speaker andanswer the following questions:

1. Does the speaker try to associate anything we respect and revereto his cause? (God, Christ, the American way of life, liberty,freedom.)

2. Why do you think the speaker includes these things in his speech?3. What does the speaker really want his movement to do"4. Is the speaker really advocating freedom and liberty for all?5. Do you think that liquidating" all opponents is God-like Or

Christ-like--6. Is it part of the "American way of life" to completely destroy

or kill your opposition?7. Is it part of our "American way of life" to eliminate the Senate

and the House of Representatives?O. Do you think the things that the .speaker tries to associate with

his cause are really compatible with 'his cause?

The teacher should make sure that the students are aware that thepropagandist in using the transfer technique is hoping that we willconnect with him, without being critical, the authority,.the sanction,and the prestige of things we respect and eevere. The teacher canalso use the speech presented in the illustration to review namecalling and glittering generalities.

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rt)

LESSON3 (cont.)

C. Ask' the students to write a paragraph in which they show how thetransfer technique is used in something with which they are familiar.They should tell what ideas or feelings are involved in the situationthey describe, and why they think the person would want to transferthese feelings or ideas to himself or to something else. Some

exaMples for discussion 'to help the students think can be discussedin clas.

1. Why would a boy-who Was never involved in sports appear inpublic with a sweater .that had a large school letter and markson the sleeve than indicated he had won a letter for three years

in sportsi-

2. Uhy would a boy who does not really like to smoke always put acigarette in his mouth when .,he is with hig gang?

3. Why would a company that is primarily interested in making moneyspend large mounts money for movies for schools and foradvertising that only" emphasized the good that it does for thepublic;

Uhy would a man who seldom reads a book have on display a large"library filled with expensive olume4'

,- 52 -

f

STUDY GUIDE: The Propaganda Technique of Transfer

A wan is standing on the stage which has six large American flagsdisplayed prominently along the front o the stage. Behind the man arehuge piccu2es of George Washington, Abraham Lincoln, and Thomas Jeffrson.Above the man hangs a large cross that is spotlighted in ord ..":that it

can be easily seen. Tiff man is wqaring an academic gown and p. He is

,speaking.:..

"rollowing the principles of God, our movement must conquer the small,stupid minds that stand in the way of the American way of life. WithChristlike determination we must completely destroy/all opposition to tile.American Fascist movement. If we are to succeed, the devil institutionsof the Senate and the House of Representatives must be erased from the faceof our liberty- loving land. God is our guide. God will see that theAmerican rascist movement.will liquidate all whv oppotip us. Freedom, God,

and the, American Fascist cannot fail."

1. What do you think of George Washington, Thomas Jefferson, and AbrahamLincoln?

2. Why do you think the speaker had the pictures of Washington, Jefferson,and Lincoln displayed behind him?,,

.3. "?hat does the cross or the American flag mean to you? What are theyqimbols of'?

4. ,Why do you tbiqk the spealcer had these objects placed on the stagewith him

'5. Why does the speaker wear an academic gown and cap Was he trying totell ypu something about himself without saying it?

7: 53 -

5k)

I

y.

e

,

LESSON Testimonial

OBJEMIVES,: To recbgn4e this propaganda device

LATEaIALS.:- lone

PROCEDUUS:

A. Present the following situation to the class:

A candidate is running for the office of governor of your state., lie has a number of people appear on television supporting him inhis caapaign. The people supporting him are the President of thetpited States, a famous movie acatress, the head of Chamber ofCommerce, a leading labor: leader, la television comedian, and a groupof religious leaders.

Ask the students the following°questionsi.

1. Uhy do you chink the candidate has these people speak, on hisbehalf

2. Iffio was the candidate trying 'to influence by using such differentpersonalities?

What people would most likely be influnded by eaCifferentpersonality?

Are all of thesepeoplereally qualified to judge the candidate?

5. How doyou think each personality was motivated to endorse thecandidate?

The students should realize that the testimonial technique attemptsto make us accept things of the basis of the prestige or authorityof the person who does the endorsing' We are not. asked to think aboutthe qua .cations Of the things being endorsed, and we ,are notexpect d to examine evidence. We are just bold something or someoneis good or bad because the endorser says so:'

u. Have the students bring to class an ad using a testimonial. Theyshould ask whether the person giving the testimonial is qualifiedto give it, or whether the person is motivated by some ulterior motive.

A

LESSON Plain Folks and Bandwagon

OBJECTIVES: To recognize this propaganda device

NATE-al:LS: None

MOT:DOES:

A. Present the class a group of questions that will help the,d understand

the Plain Folks technique._

1. Which person would you trust more--a person who appears to bedowh to earth like you, or a person who seems distant and notpar 'c of your group' Why

2. Would you tend to trust a neighbor or an outsider more'' Why.

3. Which person would you like more--a man running for politicaloffice who appears to enjoy the homey taings of life and goes,to picnics with his neighbors and seems like a real down-to-earth

*person, or a politician who keeps himself from.the people and

does not seem to have the same feelings and interests that ordinarymen have? why?

Why do men. who wish to influence us- try. to appear to be just like

us' Why do they want to appear as "just plain folks among theirneighbors"?

If we say that each of the questions we've used illustrates atechnique in propaganda called the PLAII;I FOLKS technique, howwould you define this propaganda technique?

B. Present to the class the following situation:' a fashion magazinereports that women are wearing the hem of their dresses an inchelow the knee this year.

1. What would make a girl want to hem all dresses an inch below theknee?

2. Why do people usually like to do what everybody else is doing

3. t!hy is it hard for an individual to go against what everyoneelse considers proper?

. .

Why do kids follow a parade on their bikes when they aren't reallya pal,t of it:

J. Mien fellow students tell us that everybody else is watching aparticular program, do* usually make it.a point to watch thatprogram in order to be dbls;,to discuss it with our friends, ordo we just ignore it'

G. !by would a politican tell us, 'Everybody's on our side. Be

on the winning side. Vote for use"

- 55,75 ,

The students should be aware that most people like to follow the

crowd and. that we "usually Will-foilow what our group is doing. Ue

are held together ',2y common -ties of nationality, race, sex, vocation,religion, and environment. The propagandist usually will appeal tothese ties by saying that the rest of our group is doing something;therefore', we should. also. The terra BAND UAGON can be used in

connectidhlwith this propaganda technique:

t)

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LESSON M:

OBJECTIVES:

-MATERIALS:

PROCEDURES:

Culminating Activities

To review the techniques of propagandaTO discover other techniques used in propaganda

Advertiseents and newspaper stories

A. Assign each studeht the task of turning in an ad, editorial, oressay that illustrates each technique and a written analysisexplaining how each item use's the technique.

B. Analyze a political speech or an ad, looking for techniques notmentioned in the unit: The Big Lie (Hitler was a master of this one),Nalf Truths, Ridicule, and- Card Stacking, for example.

OPTIONAL MATERIAL: "Propaganda Techniques," a film from. Coronet.

a lr

cti

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aecognizing Emotional Appeals

Persuasion rests primarily upon reasoning from facts, but it isreinforced by arousing the emotions through wording or through connectingthe argument with the natural feelings of the intended audi.encc. ,Threequalities of proper emotional appeals are: (1) tactful avoidance ofanything that may arouse hostile feelings, (2) avoidance. of resting theargument upon emotional appeals to the neglect of reason, and (3) avoidanceof common misuses of emotionalism such as the following devices:

1. Name callinR: giving something as bad label, so that we will auto-matically condemn and reject it.

Example: "Fraternities have no more place in our public school systemthan a Hitler youth movement."Tests: Ask: "What does the label mean? What are the possible motivesof the person using it?"

2. Glittering eralty.t: giving something a good label so that we willautoMaically accept it without examining evidence.

Example: "Cast your vote for the program of the-Peace Party."Tests: ,Ask: "Is the idea accepted simply be.cause of the good namegiven it What meeit would it have without the name?'

3. Transfer: carrying authority, sanction, and prestige of somethingrespected and revered over to something else in order to make thelatter acceptable.

Example: "You should see this movie.approves it."Tests: Ask: Is this institution anWhat is the idea worth in itself?"

The Roman Catholic Church

expert on the subject in question?

Testimonial: having some respected or hated person say that a givenidea is good. or bad.

Example: "Smoke Lucky Strikes. Winston Churchill does."Tests: Ask: "Is this person an expert on the subject in question'What is the idea worth without the testimonial?"

5. Plain Folks: attempting to convince by saying that 'a man and hisideas are good "because they are "of the people."

Example: "Raised on a farm, youngest in a family of six, Willie Joneshas not been spoiled by fame. He knows the common man. Elect himto this office."Tests: Ask: "What are the man's ideas worth when divorced from thePlain Folk appeal?"

6. Band wagon: attempting to convince by.assuring that everyone in thegroup is dolng, thinking, or buying a certain thing.

Example: "Uadam,you should buy a Little Wonder Washing Machine. I

hate an order from every lady in your neighborhood."Tests: Ask: "Does other people's acceptance constitute a real reason.for your acceptance?"

a

QUIZ CAI PROPAGANDA TECHNIQUES

Name the Propaganda techniques in the following examplesT

The whole ninth grade is planning to attend the Valentine Dance.

2. OUr American servicemen abroad uphold our beliefs in God andfreedom in many bases ar and the world.

3. The President has endorsedpur local building program and calledit "an example for other cities to follow."

t!. Everyone in the city is taking part in the rejuvenation of thedowntown area.

Hr. Jones, who owns a local farm, recently said he was in favor offederal aid to agriculture.

6. Our bigoted, ignorant city manager has unthinkingly votedagainst the new library.

7. Several generous women of our town have recently established acommunity nursery school as a wonderful goodwill gesture.

SOHE SENTENCES HAY FIT HORE,THAN ONE PROPAGANDA TECHNIQUE.

61.

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PROPAGANDA TECHNIQUES

News Report- (factual)

"The strike between the Operator's Union and the Rapid Transit Company isnow entering its 30th day. The operators are demanding a 25-cent-per-hour wage increase and the company has countered with an offer of a 10-cent-an-hour increase. No settlement is in progress.

Same Report Propagandized for the Operators:"The good citizen interested in fair play is watching the dispute betweenthe Operator's Union and the Rapid Transit Company with a mixture ofadmiration and alarm. He knows the average operator is trying to maintaina decent home for his wife and children, and that living costs have skyrocketed to the highest point in history. Even when the operator isworking (to make management richer) he can scarcely make ends meet. Whilethe Company officials sit oui- the strike complacently in plush offices andsmoke 50-cent cigars to pass the time, the carman is worrying about shoester carry his children back to school and milk for their lunch pails.' Thesolid citizen takes off his hat to the patient courage of the operator,but he, too, is wondering what will happen to the innocent youngsters.

Same Report Propagandized for the Company:"In some circles, the sympathy in any strike goes to the workers. Butwhat are the facts in the current hold-up by the Operator's Union forwage increases? Despite miracles of economy in operation, rising costshave forced a.T. co. to operate at a loss for the past two years. In theinterest of public ser,,ice, no dividends have been declared and topmanagement agreed to sharp cuts in personal salaries. Meantime the workershave asked for and received three separate wage boosts, so that they arenow better paid than the police and the teachers. But still they can'tlive on their wages. Caviar and Cadillacs come high this year.

"Fortunately the Company does not need to be concerned about the publicreaction. ThP people are too smart to be duped by gangster tactics. Withthe facts on the table it becomes entirely clear, that the operators arehot striking fol.- groceries but for glory. Labor has its eye on thenational scene."

from Power and Speed in ReadingDoris W. Gilbert, Prentice-Hall,c. 195P. p. 150.

Insidious words with emotion-provoking

Tlie sneering capitalists, Gangster tacticsFlagran4 beWitch huntingSob-sister routineBoondogglingStench of the donkey

connotations:

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You are thinking peopleTrue Americans who see clearlyMen, of distinctionThe give-away boysHalf-baked theoriesReactionariesWar-mongers

Js

NON - SLANDEROUS POLITICAL SHEAR SPEECHfrom Mad Magazine

My fellow citizens, it is an honor and a pleasure to be here today.ty opponent has openly admitted he feels an affinity toward your city,

but I happen to like this area. It might be a salubrious place to him,but to me it is one of the nation's most delightful garden spots.

When I embarked upon-this political campaign I hoped that it could beconducted on a high level and that my opponent would be willing to stickto the issues.: :Unfortunately, he has debliiid to be tractable instead- -to indulge in unequivocal language, to eschew the use of outright lies inhis speeches, and even to make repeated veracious statements about me.

M first I tried to ignore these scrupulous, unvarnished fidelities.Now I will do sb no longer. If my opponent wants a fight, he's going to4-et one!

It might be instructive to start with his background. My friends, haveyou ever accidentally dislodged a rock on the ground and seen what was under-

neath exploring my opponent's background is dissimilar. All the

slime and filth and corruption you can possibly imagine, even in yourwildest dreams, are glaringly nonexistent in this man's life. And even

during his childhood.Let us take a very quick llook at his childhood: it,is a known fact

that on a number of occasions, he emulated older boys at a certain play-ground. It is also known that his parents: not only permitted him to masti-cate excessively in their presence, but even urged him to do so. Most

explicable of all, this man who poses as a paragon of virtue exacerbatedhis 'own sister when they were both teenagers.

I ask you, my fellow Americans:, is this the kind of person we wantin public office to set an example for our youth?

Of course, it's not surprising that he should have such a typicallypristine background--no, not when you consider the other members of hisfamily.

His female relatives put on a constant pose of purity and innocence,and claim they are inscrutible, yet every one of them has taken part inhortatory activities.

The men in the family are likewise completely amenable to moral suasion.4y opponent's second cousin is a Mormon.His uncle was a flagrant heterosexual.His sister, who has always been obsessed by sects, once worked as a

proselyte outside a church.His father was secretly chagrined at least a dozen times by matters

of a-pecuniary nature.His youngest brother wrote an essay extolling the virtues of being

a horno sapiens.His great-aunt expired fr cm a degenerative flisease.His nephew subscribes to a phonographic magazine.His wife was a thespian before their marriage and even performed, the

act in front of paying customers.And his own mother had to resign from a woman's organization in her

later years because she was an admitted sexagenarian.Now what shall we say of the man himself9I can tell you in solemn truth that he is the very antithesis of

political radicalism, economic irresponsibility and personal depravity.His own record proves that he has frequently discountenanced treasonable,un-American philosophies and has perpetrated many overt acts as well.

He perambulated his infantson on the street.He practiced nepotism with his uncle and first cousin.

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Pon-Slanderous Political Smear Speech' (cone.)

He attempted to interest a 13-year-old girl in philately.He participated in a seance at a private residence where, among other

odd goings-on, there was incense.He has declared himself in favor of more homogenity on college

campuses.He has advocated social intercourse in mixed company--and has taken

part in-such gatherings himself.He has been deliberately averse to crime in our city streets.He has urged our Protestant and Jewish citizens to develop more

catholic tastes.Last summer he committed a piscatorial act .on a boat that was flying

the American flag.Finally, at a time when we must be-on our guard_against all foreign

isms, he has coolly announced his belief in altruism--and his fervent hopethat some day this entire nation will be altruistic!

beg you, my friends, to oppose this man whose life and work andideas are so openly and avowedly compatible with our American way =of life.A vote foe him would be a vote for the perpetuation of everything we holddear. -

The .facts are clear; the record speaks for itself.Do your duty.

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64